İki dilli ilkokul öğrencilerinin dikte ve yazma becerisi
Yükleniyor...
Tarih
2017
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın amacı, iki dilli öğrencilerin dikte ve yazma becerisini incelemektir. Betimsel tarama modelinde gerçekleştirilen araştırmanın çalışma grubunu Hatay'ın Antakya ilçesine bağlı alt sosyoekonomik bir köy okulunda 2015-2016 eğitim-öğretim yılında 1 ve 2. sınıfa devam eden iki dilli (Arapça ve Türkçe) 212 öğrenci oluşturmaktadır. Verilerin toplanma sürecinde kişisel bilgi formu ve dikte ve yazma becerisi ölçeği kullanılmıştır. Araştırmada elde edilen verilerin çözümlenmesinde t testi ve tek yönlü varyans analizi (ANOVA) kullanılmıştır. Çalışmada elde edilen sonuçlara göre, araştırmaya katılan iki dilli öğrencilerin dikte ve yazma becerisinin düşük olduğu belirlenmiştir. Öğrencilerin dikte ve yazma becerisinin okul öncesi eğitim alıp almama durumuna göre okul öncesi eğitim almış öğrenciler lehine anlamlı bir farklılık gösterdiği, sınıf seviyelerine göre de ikinci sınıf öğrencilerinin lehine anlamlı bir farklılık gösterdiği tespit edilmiştir. Bununla birlikte, araştırmaya katılan öğrencilerin dikte ve yazma becerisinin cinsiyete ve yaş gruplarına göre anlamlı bir şekilde değişmediği görülmüştür
The aim of this study is to investigate the dictation and writing abilities of bilingual students. In this research, which was carried out using the descriptive survey model, the study group consists of 212 bilingual (Arabic and Turkish) 1th and 2th grade students who continued their education in the 2015-2016 academic year at a low socio-economic status village school in the Antakya county of Hatay. In the data collection process, personal information form and dictation and writing ability scale were used. For the analysis of the obtained data, t-test and one-way analysis of variance (ANOVA) were used. According to results of the study, the dictation and writing abilities of the bilingual students who participated in the study were low. The findings showed that there was a significant difference favoring pre-schooled bilingual students over those who did not receive pre-school education in terms of their dictation and writing abilities, and that there was also significant difference favoring 2th grade students over the 1th grade students in terms of those abilities. However, no significant differences were observed in the students’ dictation and writing abilities in terms of gender and age
The aim of this study is to investigate the dictation and writing abilities of bilingual students. In this research, which was carried out using the descriptive survey model, the study group consists of 212 bilingual (Arabic and Turkish) 1th and 2th grade students who continued their education in the 2015-2016 academic year at a low socio-economic status village school in the Antakya county of Hatay. In the data collection process, personal information form and dictation and writing ability scale were used. For the analysis of the obtained data, t-test and one-way analysis of variance (ANOVA) were used. According to results of the study, the dictation and writing abilities of the bilingual students who participated in the study were low. The findings showed that there was a significant difference favoring pre-schooled bilingual students over those who did not receive pre-school education in terms of their dictation and writing abilities, and that there was also significant difference favoring 2th grade students over the 1th grade students in terms of those abilities. However, no significant differences were observed in the students’ dictation and writing abilities in terms of gender and age
Açıklama
Anahtar Kelimeler
Sosyal Bilimler Tarihi
Kaynak
Ana Dili Eğitimi Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
5
Sayı
2
